INTERAÇÃO EM AULAS SÍNCRONAS: ASPECTOS POR TRÁS DAS ESCOLHAS DE ALUNOS DO CURSO DE CIÊNCIAS CONTÁBEIS
DOI:
https://doi.org/10.4270/ruc.2023103Palavras-chave:
Interação, Estudantes, Ciências Contábeis, Aula síncrona, Ensino remoto emergencialResumo
O estudo busca identificar os fatores que promoveram a interação de alunos de Ciências Contábeis de uma Instituição de Ensino Superior (IES) pública do Sul do Brasil nas aulas síncronas. Para que isso fosse possível, realizou-se uma investigação por meio de variáveis quantitativas coletadas com a aplicação de um questionário online a 50 alunos. Os dados coletados foram analisados no software SPSS, a partir de estatística descritiva, coeficiente de Alfa de Cronbach, teste de normalidade Kolmogorov-Smirnov e Correlação de Spearman. O estudo focou nas formas de interação aluno-conteúdo, aluno-professor e aluno-aluno apresentadas por Moore (1989). Os resultados apontaram que as estratégias de ensino adotadas pelo professor é o principal fator que promove as formas de interação. Por outro lado, as responsabilidades pessoais dos alunos, como família, trabalho e tarefas de casa durante a aula síncrona são fatores que prejudicam as interações. O principal achado do estudo reforça a necessidade de os professores adotarem métodos de ensino adequados para a realidade dos alunos e que atendam suas necessidades, buscando utilizar ferramentas tecnológicas distintas e que engajem o aluno no processo de ensino-aprendizagem. O estudo contribui para a identificação de aspectos que influenciam a interação do aluno com o conteúdo, com o professor e com seus colegas, além de demonstrar a relevância do professor na promoção dessas interações durante a aula síncrona e a necessidade de tornar esse tipo de aula mais proveitosa e interessante para os alunos, o engajando no processo de ensino-aprendizagem e melhorando o seu desempenho, bem como a qualidade do ensino de Contabilidade.
Downloads
Referências
Abou-Khalil, V., Helou, S., Khalifé, E., Chen, M. A., Majumdar, R., & Ogata, H. (2021). Emergency online learning in low-resource settings: Effective student engagement strategies. Education Sciences, 11(1), 24.
Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. International Review of Research in Open and Distance Learning, 4(2), 126-141.
Astudillo, M., Leguízamo-León, A. V., & Calleja, E. G. (2021). Oportunidades do novo espaço educativo para a educação superior: Terceiro entorno digital. Revista Internacional de Educação Superior, 8(00), 1-22, 2021.
Basaran, B., & Yalman, M. (2020). Examining university students’ attitudes towards using web-conferencing systems in distance learning courses: A study on scale development and application. Knowledge management & e-learning, 12(2), 209-230.
Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational research, 79(3), 1243-1289.
Castelli, F. R., & Sarvary, M. A. (2021). Why students do not turn on their video cameras during online classes and an equitable and inclusive plan to encourage them to do so. Ecology and Evolution, 11(8), 3565-3576.
Castioni, R., Melo, A. A. S., Nascimento, P. M., & Ramos, D. L. (2021). Universidades federais na pandemia da Covid-19: acesso discente à internet e ensino remoto emergencial. Ensaio, 29(111), 399-419.
Cavinato, A. G., Hunter, R. A., Ott, L. S., & Robinson, J. K. (2021). Promoting student interaction, engagement, and success in an online environment. Analytical and Bioanalytical Chemistry, 413(6), 1513-1520.
Cetinkaya, S. E. (2020). Bringing classroom and outside world together: Mobile instant messaging via WhatsApp[c] for extracurricular writing. Qualitative Report, 25(12), 4319.
Cohen, J. (1992). Statistical power analysis. Current directions in psychological science, 1(3), 98-101.
Ekwunife-Orakwue, K. C. V., & Teng, T. (2014). The impact of transactional distance dialogic interactions on student learning outcomes in online and blended environments. Computers & Education, 78, 414-427.
Fávero, L. P., & Belfiore, P. (2017). Manual de análise de dados – estatística e modelagem multivariada com Excel®, SPSS® e Stata®. Rio de Janeiro: Elsevier.
Gillespie, M. (2005). Student-teacher connection: a place of possibility. Journal of advanced nursing, 52(2), 211-219.
Greener, S. (2021). Exploring remote distance learning: what is it and should we keep it? Interactive learning environments, 29(1), 1-2.
Hair Junior, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis. 8a. ed. United Kingdom: Cengage Learning.
Hamdan, K. M., Al-Bashaireh, A. M., Zahran, Z., Al-Daghestani, A., & Al-Habashneh, S. (2021). University students’ interaction, Internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of COVID-19 (SARS-CoV-2). International journal of educational management, 35(3), 713-725.
He, L., Yang, N., Xu, L., Ping, F., Li, W., Sun, Q., Li, Y., Zhu, H., & Zhang, H. (2021). Synchronous distance education vs traditional education for health science students: A systematic review and meta‐analysis. Medical Education, 55(3), 293-308.
Hiltz, S. R., & Turoff, M. (2002). What makes learning networks effective? Communications of the ACM, 45(4), 56-59.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27(1), 1-9.
Hung, J. C., Chiang, K., Huang, Y., & Lin, K. (2017). Augmenting teacher-student interaction in digital learning through affective computing. Multimedia Tools and Applications, 76(18), 18361-18386.
Iglesias-Pradas, S., Hernández-García, A., Chaparro-Peláez, J., & Pietro, J. L. (2021). Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study. Computers in Human Behavior, 119, 106713.
Jones, E. V., Shepler, C. G., & Evans, M. J. (2021). Synchronous online-delivery: A novel approach to online lab instruction. Journal of Chemical Education, 98(3), 850-857.
Joughin, G., Boud, D., Dawson, P., & Tai, J. (2021). What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy. Assessment & Evaluation in Higher Education, 46(1), 80-91.
Kasch, J., Rosmalen, P. V., & Kalz, M. (2020). Educational scalability in MOOCs: Analysing instructional designs to find best practices. Computers & Education, 161, 104054.
Kayaduman, H. (2021). Student interactions in a flipped classroom‐based undergraduate engineering statistics course. Computer Applications in Engineering Education, 29(4), 969-978.
La Peña, D., Lizcano, D., & Martínez-Álvarez, I. (2021). Learning through play: Gamification model in university-level distance learning. Entertainment Computing, 39, 100430.
Lall, S., & Singh, N. (2020). CoVid-19: Unmasking the new face of education. International Journal of Research in Pharmaceutical Sciences, 11(01) (SPL), 48-53.
Madland, C., & Richards, G. (2016). Enhancing Student-Student Online Interaction: Exploring the Study Buddy Peer Review Activity. International Review of Research in Open and Distance Learning, 17(3), 157-175.
Marks, R. B., Sibley, S. D., & Arbaugh, J. B. (2005). A structural equation model of predictors for effective online learning. Journal of Management Education, 29(4), 531-563.
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online learning journal, 22(1), 205-222.
Martin, F., Parker, M. A., & Deale, D. F. (2012). Examining interactivity in synchronous virtual classrooms. International Review of Research in Open and Distance Learning, 13(3).
Martins, G. A., & Theóphilo, C. R. (2009). Metodologia da investigação científica para ciências sociais aplicadas. 3. ed. São Paulo: Atlas.
Meulenbroeks, R. (2020). Suddenly fully online: A case study of a blended university course moving online during the Covid-19 pandemic. Heliyon, 6(12), e05728.
Mogavi, R. H., Zhao, Y., Haq, E. U., Hui, P., & Ma, X. (2021). Student barriers to active learning in synchronous online classes: Characterization, Reflections, and Suggestions. arXiv.org.
Moore, M. G. (1989). Three types of interaction. The Jornal of Distance Education, 3(2), 1-7.
Muzammil, M., Sutawijaya, A., & Harsasi, M. (2020). Investigating student in online learning: The role of student interaction and engagement in distance learning university. The Turkish Online Journal of Distance Education, 21, 88-96.
Nieuwoudt, J. E. (2020). Investigating synchronous and asynchronous class attendance as predictors of academic success in online education. Australasian Journal of Educational Technology, 36(3), 15-25.
Oliveira, C. A., & Amancio, J. R. S. (2021). Estratégias didáticas de professores no Ensino Remoto Emergencial (ERE) frente à pandemia da Covid-19: novos desafios, outros aprendizados. Devir Educação, 323-340.
Parrish, C. W., Williams, D. S., & Estis, J. M. (2021). Integrated online team‐based learning: Using synchronous engagement and asynchronous flexibility to implement TBL online. New Directions for Teaching and Learning, 2021(165), 91-105.
Pires, A. (2021). A Covid-19 e a Educação superior no Brasil: usos diferenciados das tecnologias de comunicação virtual e o enfrentamento das desigualdades educacionais. Educación, 30(58), 1-23.
Rahayu, W., Putra, M. D. K., Faturochman, L., Meiliasari, I., Sulaeman, E., & Koul, R. B. (2021). Development and validation of online classroom learning environment inventory (OCLEI): The case of Indonesia during the COVID‑19 pandemic. Learning Environments Research, 25(1), 1-17.
Reguera, E. A. M., & Lopez, M. (2021). Using a digital whiteboard for student engagement in distance education. Computers and Electrical Engineering, 93, 107268.
Revilla-Cuesta, V., Skaf, M., Varona, J. M., & Ortega-López, V. (2021). The outbreak of the COVID-19 pandemic and its social impact on education: Were engineering teachers ready to teach online? International Journal of Environmental Research and Public Health, 18(4), 2127.
Santos Júnior, V. B., & Monteiro, J. C. S. (2020). Educação e COVID-19: As tecnologias digitais mediando a aprendizagem em tempos de pandemia. Revista Encantar – Educação, Cultura e Sociedade, 2, 1-15.
Shi, Y., Tong, M., & Long, T. (2021). Investigating relationships among blended synchronous learning environments, students’ motivation, and cognitive engagement: A mixed methods study. Computers & Education, 168, 104193.
Schmitt, D. C., Bugalho, D. K., & Kruger, S. D. (2021). Percepções docentes e às estratégias de ensino-aprendizagem durante o isolamento social motivado pela Covid-19. Revista Catarinense de Ciência Contábil, 20(e3133), 1-19.
Soares, C. S., Guimarães, D. E. L., & Souza, T. V. (2021). Ensino remoto emergencial na percepção de alunos presenciais de Ciências Contábeis durante a pandemia de Covid-19. Revista Catarinense da Ciência Contábil, 20, e3182, 1-19.
Straub, S., & Rummel, N. (2020). Promoting interaction in online distance education: designing, implementing and supporting collaborative learning. Information and Learning Science, 121(5/6), 251-260.
Sugino, C. (2021). Student perceptions of a synchronous online cooperative learning course in a japanese women’s university during the COVID-19 pandemic. Education Sciences, 11(5), 231.
Teng, D. C., Chen, N., Kinshuk, U., & Leo, T. (2012). Exploring students’ learning experience in an international online research seminar in the Synchronous Cyber Classroom. Computers and Education, 58(3), 918-930.
Ulfa, S., & Fatawi, I. (2021). Predicting factors that influence students’ learning outcomes using learning analytics in online learning enviroment. International Journal of Emerging Technologies in Learning, 16(1), 4-17.
Warden, C. A., Stanworth, J. O., Ren, J. B., & Warden, A. R. (2013). Synchronous learning best practices: An action research study. Computers and Education, 63, 197-207.
Williams, K. M., & Corwith, A. (2021). Beyond bricks and mortar: The efficacy of online learning and community‑building at College Park Academy during the COVID‑19 pandemic. Education and Information Technologies, 26(5), 5055-5076.
World Health Organization. (2021). Considerations for quarantine of contacts of COVID-19 cases. Recuperado em 04 jul 2021 de: https://www.who.int/publications/i/item/WHO-2019-nCoV-IHR-Quarantine-2021.1.
Yarmand, M., Solyst, J., Klemmer, S., & Weibel, N. (2021). It feels like I am talking into a void: Understanding interaction gaps in synchronous online classrooms. Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, 1-9.
Yoon, P., & Leem, J. (2021). The influence of social presence in online classes using virtual conferencing: Relationships between group cohesion, group efficacy, and academic performance. Sustainability, 13(4), 1988.
Yu, J., Huang, C., Han, Z., He, T., & Li, M. (2020). Investigating the influence of interaction on learning persistence in online settings: Moderation or mediation of academic emotions? International journal of environmental research and public health, 17(7), 2320.
Zhou, J., & Zhang, Q. (2021). A survey study on U.S. college students’ learning experience in COVID-19. Education Sciences, 11(5), 248.
Downloads
Publicado
Edição
Seção
Licença
Os direitos autorais para artigos publicados nesta revista são do autor, com direitos de primeira publicação para a revista. Em virtude de aparecerem nesta revista de acesso público, os artigos são de uso gratuito, com atribuições próprias, em aplicações educacionais e não-comerciais. A revista permitirá o uso dos trabalhos publicados para fins não-comerciais, incluindo direito de enviar o trabalho para bases de dados de acesso público. Os artigos publicados são de total e exclusiva responsabilidade dos autores.
• O(s) autor(es) autoriza(m) a publicação do artigo na revista;
• O(s) autor(es) garante(m) que a contribuição é original e inédita e que não está em processo de avaliação em outra(s) revista(s);
• A revista não se responsabiliza pelas opiniões, ideias e conceitos emitidos nos textos, por serem de inteira responsabilidade de seu(s) autor(es);
• É reservado aos editores o direito de proceder ajustes textuais e de adequação do artigo às normas da publicação;
• O(s) autor(es) declaram que o artigo não possui conflitos de interesse.
